Mockingjay

The final book of The Hunger Games

Suzanne Collins brings us Mockingjay to wrap up the Hunger Games. I couldn't help myself... soon after finishing Catching Fire, I just HAD to know why Katniss had been snatched from the games and who had taken her out of the arena. I greatly enjoyed Mockingjay, but just as I said regarding Catching Fire, the first Hunger Games definitely was Suzanne Collins' best. However, Mockingjay is well worth reading as it is fast paced and exciting and ultimately lets you know where and how Katniss and Peeta end up. Katniss has survived her second time in the arena and eventually wakes up to find she was taken out of the games by the rebels. Gale and her family have escaped District 12. District 13 does exist. A revolution, which had meticulously planned saving Katniss from the games is in full swing. The rebels want Katniss to be the voice of the revolution. Katniss is not sure she trusts the rebels, but as it turns out, she has little choice in whether or not she becomes the rebellion's Mockingjay.

Reading Level: GLE: 5.3
                        Lexile: 800L

Teachers: Here are some resources to help you teach this book...

Web Resources:

•  Hunger Games: Click here to see symbols, questions, themes and more for each of the three books.
• Across the Curriculum: Check out this site for some discussion questions that will help you connect this novel to Civics and Social Studies.
• Mockingjay Game: Here is a link to the "act of goodness" game that aligns with Mockingjay.

Vocabulary: Here are some words I picked out: enigmatic, indelible, conciliatory, immunity, ultimatum, dissent, spontaneity, incongruous, repudiate, decimate, coup, hijacked, innocuous, furtive, vendetta, censor, absconded, evocative, expedite

Activities:
Before Reading: Where do you think Katniss has been taken at the end of Catching Fire? Predict where she is and who has taken her.

During Reading: Compare and contrast District 12 and District 13. Which would you prefer to live in and why?

After Reading: Write your own epilogue where Katniss and Peeta's lives end up differently after the war.

Across the Curriculum: Check out the 2nd link under web resources for ideas to connect this book and the revolution to Civics/Social Studies.

Collins, S. (2010). Mockingjay. New York: Scholastic Press.

Happy Reading (& Running) =)

The List

For these 8 girls, high school is defined by... a list.

Siobhan Vivian brings us the typical high school caste system in The List. On the 4th week of September for as long as anyone remembers, hundreds of copies of "the list" are posted at Mount Washington High School. The list consists of 2 girls from each grade. The Ugliest and the Prettiest. By the end of this book, you'll be asking yourself which label is worse. No matter if it is an honor or a horror to be put on this list, one thing is for sure, these 8 girls become the center of attention as everyone looks to see their reactions. Each of the girls this year have a very different reaction. As you read you will meet each of the 8 girls and see how they have been affected by seeing their name on that list. No one knows who posts the list each year, but a stolen school seal marks that the list is official. How is the seal being passed around? Is it a boy or girl posting the list? Will anyone ever find out? High School captured perfectly.

Helpful Hint: Make sure you read the prologue. It provides you with the list which I found to be a great reference when I first started reading and couldn't keep all 8 of the girls straight.


Reading Level: Ages 12 and up

Teachers: Here are some resources to help you use this book in your classroom.

Web Resources:

• Writing Prompt: This site is a link to a writing contest (unfortunately the contest ended in April). The prompt for the contest is a great post reading activity. Maybe you can create a contest in your class using this prompt!
• Being that The List is such a new book, it is difficult to find much more than reviews online. Please comment with any teaching links you find and I will add them to my list!

Vocabulary: Here are some words I picked out... conspicuousness, contraband, contradict, vindication, humiliation, subjective, innocuous, impromptu, pious, penance, sabotage, languish, rescind, aloof, crass, snafu, caveat, impasse

Activities:
Before Reading: Journal: Write a journal entry depicting how you would feel and what you would do if you were on a list as "prettiest" (or "most handsome") in your class, then write a journal entry depicting how you would feel and what you would do if you were on a list as "ugliest" in your class.


During Reading: Group Work: As a group, write a character sketch for each of the 8 girls on the list. List at least 3 traits for each girl with at least one example to go along with each trait. Use these character sketches and add to them as you continue to read.


After Reading: Group Work: As a group, compare and contrast the girls at the beginning of the novel and at the end of the novel. Discuss: How did the list change the 8 girls?

Vivian, S. (2012). The List. New York: Scholastic.

Happy Reading (& Running) =)

Catching Fire

Just when Katniss thought life was back to normal...

Suzanne Collins brings us Catching Fire, the second of the Hunger Games trilogy. I found it extremely exciting throughout, but perhaps not quite as much as the first book. Still very much worth reading and it is hard to put the book down! Even though Katniss and Peeta haven't been talking much since they returned from the games, they are expected to act as the star crossed lovers who left the arena on the Victory Tour. President Snow has personally informed Katniss that she better make him believe the two are in love... or else. Life after the games was supposed to be easier, but it is just getting even harder. As the two go on the Victory Tour word starts to spread that there are rebellions beginning in the districts. The capitol is angry and with the Quarter-Quell games upon them, Katniss and Peeta are ready for anything as they will be mentors for the tributes of District 12. As they are preparing to mentor, the Capitol is insisting Katniss and Peeta will get married in the Capitol for all the districts to watch on television. Katniss isn't so sure she can live up to this lie for the rest of her life and when there is an extreme turn of events when President Snow announces the special rules of the Quarter-Quell, Katniss is not so sure she can survive no matter what. Read Catching Fire to find out what the extreme turn of events is...

Reading Level: GLE: 5.4
                        Lexile: 820L

Teachers: Here are some resources to help you to use this book in your class...

Web Resources:

• Teaching Guide: This is a fantastic resource filled with comprehension questions, prereading activities and much, much more!
• Teaching the Hunger Games Catching Fire: Start with this link, explore and then click through the "we recommend" links that take you to other pages on Bright Hub Education. Between all the links this site covers themes, characters, journal ideas and more.
• Discussion Questions: This site offers discussions questions for each of the 3 Hunger Games books.

Vocabulary: Here are some words I chose... futile, retrospect, exorbitant, sadistic, capricious, duplicitous, clandestine, impotent, catalyst, irrefutable, odious, confidant, mollify, dovetail, plumage

Activities:
Before Reading: Hunger Games (Book 1) ends with Katniss and Peeta returning home after tricking the game makers into letting both of them survive. Peeta has admitted that he truly is in love with Katniss and was not acting at all. Katniss does not feel the same way about Peeta and has truly hurt his feelings. Catching Fire picks up where the Hunger Games left off. Predict what will happen next in their story. Write a journal entry as Katniss or Peeta. What is their relationship like? How has District 12 responded to their return?

During Reading: Discussion: When the Quarter Quell is announced and former victors are going to back to the arena, how do you think the tributes feel? Do you think President Snow changed the Quarter Quell rule for this year to punish Katniss?


After Reading: Catching Fire ends with Katniss being pulled out from the arena. She does not know who has pulled her out or why they pulled her out or what they want. Write the first chapter (or 1st few pages) of what will come to follow for Katniss. Where is she? Who are these people? Why did they taker her out of the arena before the games were over?

Collins, S. (2009). Catching Fire. New York: Scholastic Press.

Happy Reading (& Running) =)

Things Hoped For

Keeping a Dream Alive

Gwen is a fantastic violinist, so much so that she is living in New York City with her grandfather while attending a music conservatory for high school on full scholarship. When her grandfather disappears leaving her nothing but a message on the answering machine, Gwen has to figure out how to get along as she waits to hear from her grandfather again. With college auditions looming within the week and an apartment building to hold up, not to mention her uncle who she is terrified of dropping by, Gwen is starting to feel hopeless. Gwen then meets Robert who is in town for auditions and things seem to turn around. But before they know it, there is a strange man who breaks into her house and a crime scene right in her grandfather's apartment. Will Gwen find her grandfather? Will she make it to her audition? And is Robert's arrival really as much of a good thing as she thought? Read Andrew Clements' Things Hoped For to find out.

Reading Level: Fountas and Pinnell: V
                        Lexile: 770L
                        DRA: 50
                        GLE: 6.3

Teachers: Here are some resources to help you use Things Hoped For in your class...

Web Resources: I hate to admit this, but after a good hour searching for web resources, to say they are lacking is an understatement. The only really promising web resources is on edhelper, which you have to pay for a membership to view =( ... Hopefully the lack of web resources is made up for in my ideas for activities.

• Author Info: Links to Andrew Clements' website and interviews with him.

Vocabulary: Here are some vocab words I picked out: narrative, mystified, resurrect, conservatory, flattery, phenomenon, collateral. There are also tons of music related words if you are going to make an across the curriculum connection.

Activities:
Before Reading: Discussion or Journal: In this story, Gwen has some very specific goals for her future. What are some goals you have? What are the steps you would have to take to reach these goals?

During Reading: Discussion or Journal (continuation from before reading): Now that you know about Gwen's goals for the future, list some steps she has had to take and will have to take to reach these goals.
Create a character sketch for Robert. Include why you think Gwen is so easily trusting of him. Some other ideas: character traits, what do you know about him?, etc. Here are fun online resources you could use to create a character sketch or character "playing card."

After Reading: After reading, would you change anything in your character sketch/playing card? What would you change and why?
Discussion or Journal: The characters speculate why Gwen's grandfather did what he did. What do you think and why?

Across the Curriculum: If you are really into music or have students who are very musically talented:

• Use this book as a way to start a discussion about music/art conservatories, etc. Even some magnet schools give students with artistic talent to have a special place and outlet for their talents. Maybe some of your students are interested in such a school. Help these students find information about these schools and talk to their parents.

• On a simpler level, talk about the musical vocabulary Gwen uses. Have students go on a "scavenger hunt" through the book to find as much music vocabulary as they can.

Clements, A. (2006). Things Hoped For. New York: Philomel Books.

Happy Reading (& Running) =)

Speak

Which is worse, speaking up or keeping it in?

Laurie Halse Anderson brings the reader right into the middle of the life of Melinda, a high school outcast. Melinda has a secret and it has destroyed her in every way in her novel Speak. Her friends have turned on her. She has turned on herself. She doesn't speak. Her grades are slipping. Nothing makes sense. This first person narrative delves into what it is to have a secret and what it is to feel left out. As a reader you will feel connected to Melinda, reflecting on all the times you may have felt left out. You will also want Melinda to fix her problems, feel better, to speak up and tell someone. This book is surely a timeless one that will stay with you for a long time and make you question how you've treated people in the past, and will make you wonder what secrets those around you may be keeping.


Reading Level: I would recommend this book to upper middle school students and high school students based on some tough topics.

Teachers... Here are some resources to help you teach this book...

Web Resources:

• Study Guide: Discussion questions, symbolism, writing prompts and more.
• Unit: This day by day unit for Speak gives step by step lesson plans (objectives, procedure, assignments, etc.)
• Wikispace: This wikispace page contains links to both above mentioned web resources and many others to help teach Speak.

 There are TONS of other web resources out there to help you. Don't be afraid to search "Speak Laurie Halse Anderson Lessons" or replace "Lessons" with "Activities." There is nothing wrong with sharing ideas between teachers and there are loads of teachers out there willing to share their ideas, take what you like, invent something of your own, pick and choose, it's all up to you :)

Vocabulary: Here are some words I picked out while reading, some of the sources above had their own lists as well... abstinence, demerit, dyad, errant, pseudo, xenophobic, demure, abysmal, quota, conundrum, symbolism, vespiary, wistful

Activities:

Before Reading: Journal: Melinda ended the summer on a bad note with her friends and future high school classmates. These "friends" and classmates harass Melinda because of the decision she made. What are some examples of harassment you see within your class and school? What do the people witnessing the harassment do?

During Reading: Journal: Why you think Melinda is choosing to not speak at all? What do you think you would do if you were in the same kind of situation as Melinda? What would you do if a friend came to you and said something like what happened to Melinda happened to them?

After Reading: Journal: What are some differences that you predict for Melinda's second year of high school compared to her first year? Do you think her grades will go up? Will she have friends? Who will her friends be? What about her relationship with her parents?

Anderson, L. H. (1999). Speak. New York: Farrar Straus Giroux. 

Happy Reading (& Running) =)

Fairest

Beautiful voice, but not a beautiful face...

The author of Ella Enchanted, Gail Carson Levine brings us a new story that takes place in the same world where we met Ella... When I think of a fairy tale I think of queens and kings and ball gowns mixed with a little magic, some evil doing and of course a heroine with a love story. Take all those pieces of a love story, add the beautiful voice Aza and you have Gail Carson Levine's Fairest which is an adaptation of the classic, Snow White. Aza has the most beautiful voice in all the land. She can even "throw" her voice to sound like it is coming from just about anywhere. It does not matter that Aza has a wonderful voice however because she is far from what those in the Kingdom of Ayortha consider beautiful. She is used to hiding her face as often as possible but when she becomes lady in waiting to the new queen, she finds herself in the mix of everything and even in danger. In the midst of all the danger, she is finding herself falling in love with a charming prince. Will she be able to avoid the danger... Could a prince ever fall for someone as "ugly" as Aza? Read to find out...

Reading Level: 6.1

                     Fountas and Pinnell: X

                     Lexile 590L

Teachers: Here are some ideas and resources to help you use Fairest in your classroom.

Web Resources:

• Teacher's Guide: This guide includes 8 discussion questions.
•  Gail Carson Levine's Website: Here you will find links to each of her novels where she talks a bit about them. There is also a link to her blog and much more to explore.

Vocabulary: This novel uses a lot of words that are not used often in conversational English...

aria, wench, amiss, boisterous, conspicuous, inauspicious, impervious, discordant, querulously, surreptitiously, brevity, chicanery

Activities:

Before Reading: What makes a fairy tale a fairy tale? Make a list (as a class or in partners)... as you read, give examples of when Fairest shows these characteristics you came up with.

During Reading:

• Give examples of how Fairest is like the fairy tale you described in the before reading activity.
• Choose a character other than Aza and write a scene from the story in their perspective. For example, what might the king be thinking when he is injured. If he can hear those at his bedside, what would he say in response if he could.

After Reading:

• In the epilogue you find out that Aza and Ijori are wed and live a very happy life together. Create an alternate ending/epilogue to this story.
• Choose a scene from this book and in a group create a "modern" script for it and act it out/take a video of your performance for your class.

Levine, G. C. (2006). Fairest. New York, NY: HarperCollins. 

Happy Reading (&Running) =)

The Hunger Games

May the Odds be in Your Favor

Katniss Everdeen has made the ultimate sacrifice. She will fight to the death in The Hunger Games in the place of her sister. The Capitol holds the Hunger Games live on TV each year. It is their cruel and harsh way to keep each of the 12 Districts from rebelling; forcing not only each district to sacrifice one girl and one boy between the ages of 12 and 18, but forcing the district members to watch the slaughters and even treat it as a holiday. In The Hunger Games, Suzanne Collins takes the reader on the ride of their life. The fast paced, heart stopping novel raises questions of love, life and humanity. Katniss must battle with these questions each day of the hunger games as she fights to find a way to survive and return to her family. Will her innate ability to fight to survive bring her to victory or will the tributes from the other districts force her to give up the ultimate sacrifice, her life.


Reading Level: DRA 70
                          Fountus and Pinnell: Z

Teachers... here are some resources to help you to use this book in your classroom.

Web Resources:

• Hunger Games Unit: This unit includes many ideas, pre-made worksheets and more. There are also further links with information and more ideas to teach The Hunger Games.
• The Hunger Games: Games, Videos, messages from the author all make this site fun and useful.
• Scholastic: Ideas from Scholastic for Hunger Games activities in the classroom.

Vocabulary: tribute, rebellion, barbarism, barter, adversaries, betrayal, unjust, humble, rendezvous, scrupulous, respite, deluge

Activities:
Before Reading: The Hunger Games takes place in a futuristic North America that is run by the Capitol and surrounded by 12 Districts that supply the materials, food, resources, etc. for the Capitol. What do you think might have happened that made North America turn into such a state?

During Reading: As you read, write a journal in which you take the voice of Katniss or Peeta. What are they feeling that Suzanne Collins doesn't tell us? What would they tell their families if they could?


After Reading: Predict what you think will happen with Katniss and Peeta as they move back to District 12. What will their relationship with their family be like? with each other? How will those around Katniss and Peeta treat them?

Across the Curriculum: Make an economics connection by talking about the responsibilities of each District to the Capitol.

Collins, S. (2008). The Hunger Games. New York: Scholastic Press.

Happy Reading (& Running) =)

Walk Two Moons

Two Stories Weaved into One

On a road trip to Idaho with her grandparents, Sal tells a story about her friend Phoebe to keep them entertained on the long journey. While she tells this story to her grandparents, she tells the reader a story about herself and her relationship with her mother which has changed her in many ways and made life with her father difficult at times. She also tells the reader about her struggles moving away from her childhood home and beginning a different life. As the story goes on, the reader begins to realize the story of Phoebe is also a story about Sal as well. Sharon Creech addresses issues that many young adults face in Walk Two Moons. I enjoyed it more than The Wanderer... you can see my blog about it here.

Reading Level: Flesch-Kincaid Index 4.9

Teachers: Here are some resources and ideas to help you teach this book...

Web Resources:

• Scholastic : This link takes you to Scholastic's page for Walk Two Moons. In the top right box labeled "resources" you will find a discussion guide, writing prompts, extension activities and a lesson plan.
• Discussion Questions: Here are some more discussion questions to help with this book.
• Study Guide: This study guide includes everything you need to teach this novel... character lists, synopsis, teaching ideas and more (for the teacher) and activities, connections, tests and more (for the students) 

Vocabulary: Here are some words that may need to be pretaught: ornery, lunatic, omnipotent, remarkable, ruination, damsel, diabolic, pandemonium, shrapnel, agenda, aspen, malevolent, cantankerous, warble, malinger, muesli, console, amnesia, miscellaneous, cholesterol, unadulterated, peculiar, besieging, omnipotent, geyser, disuade 

Activities:
Before Reading: Have you ever been on a road trip? What do you imagine a road trip would be like? Write a few paragraphs in your journal explaining what your road trip was like or what you think a road trip would be like.

During Reading: Make a flow chart marking important points of Phoebe and Sal's separate stories. Make note when their stories intertwine with the same events. 

After Reading: Sal tells us at the end of the story that Phoebe, Ben, Mrs. Cadaver, Mrs. Partridge and maybe Mr. Birkway are coming to visit. Write an entry in your journal describing one of the following:

• the preparations for the drive to Sal's
• the car ride to Sal's house
• the visit at Sal's house 

Be sure to use lots of descriptions so the reader can see what you are writing.

Across the Curriculum: This book could be used in geography. Try mapping out the journey Sal and her grandparents took to get to Idaho.

Creech, S. (1994). Walk two moons . New York: HarperCollins.

1995 Newbery Medal Winner

Happy Reading (& Running) =)